Existing computational thinking (CT) research focuses on programming in K-12 education; however, there are challenges in introducing it into the formal disciplines. Therefore, we propose the introduction of non-programming plugged learning in mathematics to develop students’ CT. The research and teaching teams collaborated to develop an instructional design for primary school students. The participants were 112 third- and fourth-grade students (aged 9–10) who took part in three rounds of experiments. In this paper, we present an iterative problem-solving process in design-based implementation research, focusing on the implementation issues that lead to the design principles in the mathematics classroom. The computational tasks, environment, tools, and practices were iteratively improved over three rounds to incorporate CT effectively into mathematics. Results from the CT questionnaire demonstrated that the new program could significantly improve students’ CT abilities and compound thinking. The results of the post-test revealed that CT, including the sub-dimensions of decomposition, algorithmic thinking, and problem-solving improved threefold compared to the pre-test between the three rounds, indicating that strengthened CT design enhanced CT perceptions. Similarly, the students’ and teacher’ interviews confirmed their positive experiences with CT. Based on empirical research, we summarize design characteristics from computational tasks, computational environment and tools, and computational practices and propose design principles. We demonstrate the potential of non-programming plugged learning for developing primary school students’ CT in mathematics.
Research on the phonetic consistency effect in Chinese began in the 1980s. For nearly forty years, the consistency effect, as well as its implications for Chinese character recognition, has been frequently examined. This article presents the debate over the consistency effect in Chinese character recognition. While some research supported the involvement of prelexical phonology and sublexical processing based on the presence of consistency effects, others argued against these accounts by revealing three potential limitations, including the confounding of the task demand effect, the regularity effects and the frequency effect. A possible way to settle the debate is to shift focus to the top–down role of neighborhood characteristics underlying the consistency effect in Chinese character recognition.
Semantic annotation of images is an important step to support semantic information extraction and retrieval. However, in a multi-annotator environment, various types of conflicts such as converting, merging, and inference conflicts could arise during the annotation. We devised conflict detection patterns based on different data, ontology at different inference levels and proposed the corresponding automatic conflict resolution strategies. We also constructed a simple annotator model to decide whether to trust a given piece of annotation from a given annotator. Finally, we conducted experiments to compare the performance of the automatic conflict resolution approaches during the annotation of images in the celebrity domain by 62 annotators. The experiments showed that the proposed method improved 3/4 annotation accuracy with respect to a naïve annotation system. 相似文献
ABSTRACTRubrics can guide teachers to provide effective feedback and students’ peer- and self-assessment. This paper examines the effect of rubric use in flipped learning activities on students’ learning achievement, metacognitive awareness, and cognitive load through a quasi-experiment. A total of 83 university students were randomly assigned to an experimental group or a control group. The students in the experimental group were given rubrics in performing pre-class learning activities on the cloud platform, while those in the control group used rubrics in post-class assessment and modification of their finished works. The results show that rubric use can assist flipped learning by improving students’ learning achievement and metacognitive awareness, while reducing their cognitive load. Using rubrics before in-class work can yield stronger benefits in raising metacognitive awareness and lessening cognitive load. Moreover, the study reveals that students tend to hold a generally favorable attitude toward rubric use. These findings imply that appropriate use of rubrics in flipped learning has the potential to create a more efficient and learner-friendly condition to enhance self-regulated learning. 相似文献
ABSTRACTThis study aimed to investigate the effect of flipped classrooms integrated with massive open online courses (MOOCs) and game-based learning on the learning motivation and learning outcomes of students from different backgrounds (in terms of gender, grade, self-confidence indicators in mathematics, and roles played in the game-based learning process). Surveys and a semi-structured open questionnaire were used for data collection, including a basic information questionnaire (to understand the participants’ backgrounds), a questionnaire on learning motivation (the Motivated Strategies for Learning Questionnaire, MSLQ), a test of learning achievements in mathematics, and a semi-structured open-ended questionnaire (to understand the learners’ feelings). Quantitative analysis results showed that flipped classrooms integrated with MOOCs and game-based learning can enhance students’ learning motivation and outcomes. Specifically, compared with students with high self-confidence in learning mathematics, students with low and medium levels of self-confidence showed significantly greater improvement in overall learning motivation. Significantly more enhancements were found for the expectation component of “soldiers” (students with relatively lower learning achievements) than for “generals” (students with higher learning achievements). Furthermore, students in the eighth grade showed significantly greater progress in academic performance than did students in the seventh grade. 相似文献
Advances in technology have led to continuous innovation in teaching and learning methods. For instance, the use of tablet PCs (TPCs) in classroom instruction has been shown to be effective in attracting and motivating students' interest and increasing their desire to participate in learning activities. In this paper, we used a TPCs game – an iPad app called Motion Math: Hungry Fish – to help young students learn to theoretically understand and practically implement the mathematical concepts of addition and subtraction. Based on findings from a pilot study, we categorized the game's 18 levels of difficulty into “challenging” (experimental group) and “matching” (control group) games. We aimed to investigate whether challenging games were more able than matching games to improve the students' motivation, flow experience, self-efficacy for technology, self-efficacy for science, feelings about the TPC game, and satisfaction with the learning approach. The findings showed that the students in the experimental group achieved better flow experience, learning performance, and satisfaction. 相似文献
ABSTRACTThis article challenges the simplistic and reductive image of Taiwanese schoolteachers, and reveals their actions of resistance during the turmoil of the recent curriculum reform controversy. Despite the fact that teachers are not usually portrayed as progressive and revolutionary agents, in the face of the disputed curriculum revision in 2014, some Taiwanese teachers came forward to oppose its implementation through demonstrations, hunger strikes, and litigation. The wider public's attention to this issue and ensuing student movement can be attributed to these teachers’ pioneering activism. By means of interviewing 12 teachers, this article explores activist teachers’ political self-efficacy, the creation of their pressure groups, and their apprehension about fighting against the authorities. The recording of this teacher-initiated social movement demonstrates ‘teachers as activists’, and hopefully will inspire educators not to limit their influence solely to the classroom. 相似文献
